| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.99 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente pesquisa teve como objetivo entender de que formas a pedagogia de projetos
vem sendo concebida, gerida, implementada e avaliada em instituições de ensino
fundamental, séries iniciais na cidade de São Luís/MA. A partir desta problemática de
pesquisa, investigou-se a implantação e a avaliação de projetos de trabalho ou
aprendizagem em quatro escolas, sendo duas da rede particular e duas da rede pública
municipal. A metodologia de projetos surgiu durante o movimento da Escola Nova que
visava superar o ensino tradicional considerado ultrapassado e ineficiente para suprir as
necessidades educacionais da sociedade moderna. Sendo fruto da filosofia progressista
de John Dewey e seu discípulo Kilpatrick, a qual foi divulgada no Brasil somente no
século XX, principalmente pelos educadores e intelectuais Anísio Teixeira e Lourenço
Filho, que buscavam contribuir com as reformas educacionais do país. Para dar resposta
aos objetivos delineados para este estudo, recorreu-se a uma abordagem geral do tipo
qualitativa e quantitativa, em razão de seu caráter exploratório posto que permite a
escolha das tecnicas mais adequadas a pesquisa. Na recolha de dados utilizaram-se
questionários, com questões de naturezas aberta e fechada, e realizou-se a tabulação dos
dados coletados. Além disso, observou-se a implantação de projetos educativos nas
escolas envolvidas na pesquisa, bem como a aquisição de registros fotográficos e de
cópias dos projetos desenvolvidos. Percebeu-se que a Pedagogia de Projetos vem sendo
adotada cada vez mais nas escolas de São Luís/MA, tanto na rede particular como na rede
pública, porém notaram-se peculiaridades em ambos os contextos, assim como em cada
instituição, constatou-se distinção ainda em relação à quantidade e periodicidade dos
projetos, como também na necessidade de estudos mais aprofundados, para aplicação
consciente da proposta da metodologia de projetos, que tem como ideia inovar a prática
educativa, tornando o aluno sujeito ativo no processo de construção e reconstrução da sua
autoaprendizagem. Assim também, observou-se a necessidade de organizar e planejar a
rotina da escola, para depois introduzir os projetos de trabalho no currículo escolar,
contribuindo para a efetivação de sua prática de maneira eficaz.
This research aimed to understand how Pedagogy of projects has been conceived, managed, implemented and evaluated in primary schools, beginning years, in the municipality of São Luís, State of Maranhão. From this research problem, work or learning projects implementation and evaluation were investigated in four schools, two of them are private and two are public municipal schools. The methodology of projects came up during the New School movement, which aimed to overtake traditional teaching which had been considered dated and inefficient to supply the educational needs of modern society. John Dewey as a follower of progressive philosophy and his disciple Kilpatrick, which became known in Brazil only in the XX century, mostly by educationalists and scholars Anísio Teixeira and Lourenço Filho, who longed to contribute with educational reforms in the country. In order to give an answer to the objectives outlined for this study, both quantitative and qualitative approaches were carried out, once their exploratory nature allows choosing more proper techniques for the research. In the data collection questionnaires have been utilized with open and closedended questions, and then tabulation of the data collected was accomplished besides involving observation on educative projects implementation, as well as the acquisition of photographic registers and of copies of the projects implemented. It was perceived that Pedagogy of Projects has been adopted more and more in the schools of São Luís/MA, in the private schools as well as in public schools, however we also noticed some particularities in both contexts, as well as in each institution, the difference in relation to quantity and periodicity of projects has been confirmed, as well as the need for deeper studies for conscious use of projects methodology proposal, which are meant to innovate the educational practice, making students active subjects in the construction and reconstruction of their own learning process. As well as the necessity to organize and plan school routine, so that later work projects can be introduced in the school curriculum, which contributes on implementing its practice in an efficacious way.
This research aimed to understand how Pedagogy of projects has been conceived, managed, implemented and evaluated in primary schools, beginning years, in the municipality of São Luís, State of Maranhão. From this research problem, work or learning projects implementation and evaluation were investigated in four schools, two of them are private and two are public municipal schools. The methodology of projects came up during the New School movement, which aimed to overtake traditional teaching which had been considered dated and inefficient to supply the educational needs of modern society. John Dewey as a follower of progressive philosophy and his disciple Kilpatrick, which became known in Brazil only in the XX century, mostly by educationalists and scholars Anísio Teixeira and Lourenço Filho, who longed to contribute with educational reforms in the country. In order to give an answer to the objectives outlined for this study, both quantitative and qualitative approaches were carried out, once their exploratory nature allows choosing more proper techniques for the research. In the data collection questionnaires have been utilized with open and closedended questions, and then tabulation of the data collected was accomplished besides involving observation on educative projects implementation, as well as the acquisition of photographic registers and of copies of the projects implemented. It was perceived that Pedagogy of Projects has been adopted more and more in the schools of São Luís/MA, in the private schools as well as in public schools, however we also noticed some particularities in both contexts, as well as in each institution, the difference in relation to quantity and periodicity of projects has been confirmed, as well as the need for deeper studies for conscious use of projects methodology proposal, which are meant to innovate the educational practice, making students active subjects in the construction and reconstruction of their own learning process. As well as the necessity to organize and plan school routine, so that later work projects can be introduced in the school curriculum, which contributes on implementing its practice in an efficacious way.
Description
Keywords
Escola Nova, Pedagogia de Projetos, Ensino Fundamental, Filosofia Progressista. New School, Pedagogy of Projects, Primary School, Philosophy, Progressive Philosophy.